Name: Tawny Town Grade/Subject: 9th Grade Biology Date: 6/22/23

1. Texas Essential Knowledge and Skills (TEKS): (C2)

The focus of this unit is comparison of the functions of the different types of biomolecules: carbohydrates, lipids, proteins, and nucleic
acids. Students identify the components of DNA as well as the role of enzymes.

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

Ⓡ BIOL.9A Students will Compare the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and
nucleic acids.

3. SMART
Objective(s): (C3) SMART objective: Students will be able to correctly match definitions of
different biomolecule functions to each biomolecule with 80% accuracy. 

Essential Question: EQ: What biomolecule(s) provide our bodies with energy?

4. Central Focus The purpose of this lesson is for students to build off their previous knowledge of the molecular
(C4) make up biomolecules to understand their functions within the body. This will be a building
How will this lesson link block for students to understand how our bodies obtain each biomolecule externally through our
with other lessons in the diets.
unit?
“I can identify how I provide my body with each biomolecule through external substances
Learning Targets “I can describe the function within the body of each biomolecule learned within the
I CAN statements that
Clearly show alignment
lesson”
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language Describe, identify, recognize, interpret
of the discipline that
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in
meaningful ways. Carbohydrate, Proteins, Nucleic Acid, Lipids, Diet, Function

There are 4 language
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
In pairs, students will choose two biomolecules and create a Venn Diagram showcasing how the
similarities and differences of the biomolecules based on their function, chemical make-up, and how our
body obtains them through our diets.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

The students will be able choose their design and layout of their Venn Diagram.
Students must be able to cohesively explain the similarities and differences between the two biomolecules
of their choosing.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Repetitive exposure to words
understand, use, and
practice the concepts and
language they need to
learn within the 2. Learning vocabulary in both written text and oral speech
discipline

Site the researcher’s

name as you refer to the
strategy. Discourse strategies - (GO TO Page)
-Write: Summarizing: synthesis concepts and create a shortened version eliminating
unnecessary information. (Hattie)

-Talk: Blooms Cues and Questions: hints about the lesson and content to keep students on track
and focused. (Hattie(

Syntax - (GO TO Page)

1. Interacting learning of vocabulary, using vocabulary in multiple contexts.

2. Learning vocabulary words before reading text.

Making Content Comprehensible (R9)

A comprehensible technique I could use throughout every lesson within my classroom would be
to create a word wall showcasing the vocabulary for the unit being taught. I will build the word
wall as the topics build on another throughout the unit. This will help to not overwhelm and
confuse students, as well as give a visualization of how our topics are connected.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative: Asking questions “check-in” questions throughout the lesson such as “what if the
Assessment(s) must be function of proteins in the body” or “what would be an example of a lipid within our everyday
aligned to the TEKS, diet”
and objectives.
Summative: Within interactive groups students will be given a list of functions with the body,
students must discuss to determine which biomolecule would perform said function. Teacher
will walk around to every group recording anecdotal information.

Assessment of your language demands:

Formative: Exit ticket: Describe the function of lipids within the body.

Summative: In a short response Identify the issues in the scenario below and describe how the
 issues can be solved using your knowledge of biomolecules:

Lately Suzy has been sleeping in passed her alarm which has caused her to cut her morning
routine short and her forgetting to eat breakfast. By the end of the day Suzy does not have the
energy to complete all her chores or homework. Now Suzy has no energy, bad grades, and a
dirty room.

8. Hook (C7) Hook activity (make connections to prior learning)

True or False: ask students questions about information to be taught. They can work
individually or with a partner and then see who gets the most correct.
Closure (C7) Ask student various true of false questions of biomolecules and their functions.
-Could use as closure activity to compare first results with end of unit results to showcase
improvement.

Student Assets (C7) Closure Activity: (make connections to prior learning)

3-2-1
3 things a student has learned, 2 things they have a question about, 1 thing they want the
instructor to know

Personal assets: specific background information that students bring to the learning
environment. Students may bring interest, knowledge, everyday experiences, family
backgrounds etc.
Cultural assets: Cultural backgrounds and practices that students bring to the learning
environment, such as traditions, language, worldviews, literature, art, etc.
Community assets: Common backgrounds and experiences that students bring from the
community where they live, such as resources, local landmarks, community events etc.
9. Body of Lesson/
Teaching Strategies and I DO – I will create a Venn Diagram comparing the sun and the earth to showcase how a Venn
Learning Task(s) Diagram is used and properly filled in. I will include explanations of the word’s similarities and
(C9) differences for my language learning students.

Be sure to include:
How will students learn
and use academic
language?
WE DO – As a class we will start the creation of a new Venn Diagram that the students can
build off to complete their own. Together we will determine where our choice of biomolecules
Three higher order belong on our Venn Diagram, and where the similarities between the two will go. As a class we
thinking questions. will also make a list of different combinations of biomolecules we can use on our Venn
Diagram. This will help explain further for our gifted leaners and second language learners.

Marzano Strategy

YOU DO – Students will then be put in small groups or partners and decide what two
biomolecules they would like to compare and contrast using their Venn Diagram. Students will
have the guidelines of: Must use at least 5 academic language words within Venn diagram, must
have 3 differences on each side and 3 similarities in the middle. If there is not 3 similarities one
addition difference for each side must be included.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

Second Language learners / Cultural Diversity: To adhere to all learning styles within
my classroom I will use Tomlinson’s tiered instruction strategy to ensure full
understanding of every student.

Gifted / advanced learners: I will utilize Hattie’s strategy of instructional scaffolding

to assist those who are gifted learners or those with language support

Technology: -(GO TO page)

I will incorporate anchoring activities such as online puzzle or word games to
keep faster pace learners engaged once they have completed their work, this will
also exercise their use of their academic language.

Marzano Strategy - (GO TO page)

I will include a graphic organizer activity from Marzano’s research such as a
Venn Diagram to compare and contrast 2 different functions of biomolecules,
this will showcase to me what they learned. Students must use 5 academic
language word within their Venn Diagram.

Higher Order Thinking Questions (GO TO page)

1. “Which biomolecule do you believe our body utilizes the most and why?”

2. “Do our bio molecules benefit one another and if so, how?”

3. “Can we get more than one biomolecule from one source? If so, Give an
example”

Grouping / Partnering Technique: (Hattie)

Cooperative Grouping- Choosing students who are on the same learning levels to work together
to complete the Venn Diagram assignment.

Potential misconceptions and your plan to address it:

To avoid misconceptions, I will demonstrate how to properly complete a Venn
Diagram and my expectations on quantity of work within the Venn Diagram
before allowing them to with a partner.
10. Resources and
materials needed (C9)
(E7)
11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
The materials needed for this lesson are teacher issued laptop, projector,
whiteboard and markers, student paper and pencil for notes and physical
activities. As well as student issues iPads for online educational activities to keep
students engaged after completing their work.
(How might you differentiate materials and resources for learners with various needs?)
I will use a visual timer on the front white board, so all students know much time they have remaining to
complete their assignment. I will use a Word Wall for every unit so students can reference the word wall
to help them complete their assignment, and for teacher to reference when providing assistance. Any
gifted learners that prefer pen and paper style learning will provided with a paper copy of all notes and
assignments as well as a pencil they can use to complete their work.
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
1. Raise hands to speak: No shouting out while teaching a lesson. This allows for the
teacher to control the noise level of the class and to elaborate on student answers.
Students get three strikes if they call out three times they get written up
2. If teacher says “Hi Everybody” during group work everyone is to stop what they are
doing and give the teacher their full attention. Knowing a clear phrase as a signal allows
students to understand when their attention is needed.
3. No cellphone use during instruction or group work. No one can give their undivided
attention and understanding to others if they are distracted by their phone. School issued
iPads or MacBook’s are allowed during lesson for notes but no cellphones no
exceptions.
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. End of unit assessment will be given to students orally instead of on paper or the use of
an iPad.
2. Student will receive help from classroom aid to complete assignment.
3. The number of questions on final assessment will be lowered by 4.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. An already drawn-out Venn Diagram with labels and examples already filled in will be
provided to student to help guide them.
2. Successful completion will be 50% instead of 80% accuracy
3. Allowing only 2 example for each section of the Venn Diagram
Strategies for ELLs (strategies that support language acquisition)
1. Definitions of words (biology and directional) will be provided to students to help
understanding

2. Allow for students to use google translate when completing Venn Diagram for language
support and assessments based on their level of understanding.

3. Provide a word-to-word dictionary for student’s native language on assessments

4. Use synonyms for words that are complex and hard to translate for better understanding

5. Provide examples of expected content to help guide students in understanding of expectations

for the assignment.